Welcome to the "Jungle"

Dear Mythology Students,
I welcome you to the land of gods and goddesses, where logic does not exist, only the idea that some where in the slime of cosmic confusion order becomes real. Was that poetic? TRANSLATION: Prepare yourself to learn ancient ideas and concepts that are bizarre; yet still relevant and valid in modern times. I welcome you to Mythology.

HOMEWORK for Friday, August 26th:
1. Disclosure Document
2. Supplies with USB drive, 3x5 cards, and markers (remember that the bandage for your mask is not required until I give you further instructions)

HOMEWORK for Tuesday, August 30th
3. "What is a Classic? "


I look forward to working with you this year.
Cheers,
Crampton

Final Exam Explained Today and "Ragnorok" initiated

Dear Students,

If you missed class today, your "Final Exam" was introduced to you. I have included a copy of the explanation for it below.

FINAL EXAM DUE DATE: MON., MAY 27th for B1 and B2
FINAL EXAM DUE DATE: WED., May 31st for B4

• Final Exam ExplanationMythology
  Mrs. Kori Crampton
  Due Date __________________
  
  Consider the following questions?
  What have you learned this year?
  How has your study of Mythology heightened your understanding of popular culture, literature and the world around you?
  Explanation: As discussed on numerous occasions, mythological allusions and references are frequently found in modern culture. Through a knowledge of mythology, one’s understanding of literary work and popular culture increases.
  You are required to select five of the ten options listed below to illustrate your understanding of mythology. You may use examples connected with either Greek or Norse Mythology.
  
  1.Advertisement using mythological reference and/or allusions.
  
  2.Album covers using mythological references and/or allusions.
  
  3.Book title using mythological references and/or allusions.
  
  4.Vocabulary word used in literary work.
  
  5. Reference or allusion within a literary work.
  
  6. Comic strip/cartoon using mythological references and/or allusions.
  
  7. Company names or insignias using mythological references and/or allusions.
  
  8. Norse motifs found in other literary work.
  
  9. Artwork with mythological references and/or allusions.
  
  10. Errors pertaining to any mythological character/concept found in advertising literary work.
  
  
  The following requirements are compulsory:
  1. A hard copy of each example (photo copies will suffice if your example is found in a book).
  
  2. The Internet may not be used to locate your examples.
  
  3. For each example provided, an explanation must also be included as to why the mythological reference/allusion is an appropriate choice. What is the point of using mythology in advertising? For the book title? Etc.
  
  4. The explanations need to accompany the hard copy of your examples. I expect them to be 10-20 sentences in length. Assume your audience has no schema regarding the mythology used in the selected examples; therefore, your explanations need to be thorough.
  
  5. You may not repeat mythological references and/or allusions. So, if you locate an allusion to Pandora in a cartoon, then you can’t include an example regarding Pandora for another option.
  
  6. You may not use examples shared with you in class (ie. “Apollo Burger”, “Midas Muttler”, “Nike”, “Ajax Cleaner”)
  
  7. Your exam needs to be submitted in an aesthetically pleasing way. Each example should be mounted on a piece of cardstock with the corresponding explanation on the opposite page. Page protectors are appreciated, but not compulsory. I would suggest a three ring binder purely for organizational purposes!
  
  
  8. A title page needs to be included with the following information.
  Your Name
  Period
  Date
  List of options you selected for your final exam.

I have several examples that I shared with those that were present on Monday. Unfortunately, I can't use the images here, because they are from a power point. I am happy to share the examples with you when you return.

HOMEWORK:
1 Please read the following Biblical verses.

• Rev. 6:12-15
• Rev. 8:7-10
• Rev. 21:5-6
• March 13:, 22-26

2. Please read "Ragnorok" and notate using the Biblical verses as your catalyst

3. Locate FOUR images that you can connect with "Ragnork


4. Final Exam! Please start preparing for it NOW!

5. Journals Due on Thursday!



Cheers,
Crampton

Completion of Norse Death Customs and "Beowulf" take-home quiz assigned

Dear Mythology Kids,
I hope you have a wonderful weekend. You only have two weeks left, and I know that you can make it. Please let me know what I can do to assist you!

WHAT DID WE DO IN CLASS TODAY, CRAMPTON?
1. Each "death customs" group shared their particular information with the entire class. I had images that correlate with each groups' topic. If you missed class, please obtain the information from a friend, as doing so will assist you with understanding "Balder's Death" located on pg. 150 of your textbook.
2. We then watched a film associated with "Balder's Death" and Loki's punishment.

HOMEWORK:

1. Please select two of the following questions for your "Beowulf" take-home quiz. Please complete your questions using MLA format and Academic Voice. If you would like to receive extra-credit then you can respond to more than two questions.

1.      One important poetic device in Old English is the "kenning," a compound word in which one thing is described by a fanciful two-word metaphor. For example, the sea is described as a "whale-road,” Hrothgar is described as a "ring-giver,” and a murderer is described as a "corpse-maker.” What effect do these kennings have on you as a reader? How do they add to the poetic atmosphere of the epic? Locate additional kennings to those indicated above and indicate the importance of your chosen kennings.

2.      As discussed in class, Fate plays a significant role in Norse myths. How much control do the characters in Beowulf have over their fates? Are skilled warriors any more likely to succeed than cowards? Include textual evidence from the poem to support your response.

3.      Beowulf represents the successful blending of pagan and Christian elements.  These elements are incorporated side-by-side in the epic.  Describe and explain the placement of these elements including readers’ acceptance of both. Support your response with textual evidence.

4.      In Beowulf, the distribution of wealth is an essential part of the social structure. How important is wealth in Beowulf, and how does it relate to other Norse myths we have discussed. Support your response with textual evidence.

5.      According to the archetypal heroic pattern, is Beowulf a “true” hero? Review the nine traits and indicate if Beowulf’s character follows the archetype. Is Beowulf an ideal hero and king? Is there anything lacking in his character? Support your response with textual evidence. In addition, why is the concept of fame and glory so significant to the Norse warrior? Support your response with textual evidence.

2. Please read "Death of Balder" on page 150. Notate the myth concerning Norse Death Customs. You should locate a total of 10 connections.

3. Journals are due on Thursday. Make sure you have a total of 13!

4. Don't  miss class on Tuesday!

Cheers,

Crampton

Completion of "BEOWULF" and Introduction to Norse Death Customs

Dear Mythology Kids,

If you missed class, we completed the following:
1.We read the final chapter of Beowulf concerning the battle with the Dragon.
2. We then viewed a clip from Beowulf regarding the final battle scene with the Dragon.
3. We then separated into groups based upon color coded tags located on each desk. Each group received information regarding Norse Death Customs. We then reviewed the information and developed a list of facts for each group's assigned section.
4. We will share this information will everyone on Friday.

HOMEWORK:
1. Please prepare for an exam covering "Beowulf" on Friday.
2. Please read "Balder's Dreams" pg. 147
3. Notate the myth/5-8/page/ALL YOUR COLORS!
NOTE: XC is due on Monday, May 23rd

XC OPTIONS:
For each of the included options, please submit a one page response.

1. View THOR (include your movie ticket along with a response to errors in the film and aspects that are correctly depicted).
2. Compare "Beowulf" to 13 Warrior
3. View Lord of the Rings and discuss references and allusions to the Norse Myths
4. Read "Sigurd, the Dragon Slayer" ( I will give you a copy of the myth) and view Lord of the Rings. Compare the two texts

Introduction to Beowulf

Dear Mythology Kids,

Introduction to "Beowulf"

Dear Mythology Students,

Our introduction to the epic poem Beowulf took place on Thursday, May 5th. Each student received a handout detailing the poem. I have included a copy of it below, but the format is different from the one given in class. Please read the information below so that when you return to class on Tuesday, you will have some schema for the poem.

BEOWULFIn 1936, J.R.R. Tolkien delivered a lecture before members of the British Academy entitled “Beowulf: The Monsters and critics.” Tolkien remarked, “Beowulf is in fact so interesting as poetry, that it overshadows other pieces of the same period. It is the greatest achievement of Old English literature.

The Beowulf manuscript, written about 1000 A.D., was preserved in ways unknown. It is one of few Anglo-Saxon pieces of literature to survive Henry VIII’s dissolution of the monasteries and their magnificent libraries in the late 1530’s.

Once Henry separated himself from the Catholic Church, most references to Catholicism, including written texts, were destroyed due to Henry claiming they were “pagan” in origin. The manuscripts housed in the monasteries were then ripped apart and used to polish candlesticks, clean boots and furniture, some were sold as scrap paper to grocers and soap makers; some were sent to bookbinders, who cut them into strips and used them to form the book covers of other books. Somehow, a single manuscript managed to survive this travesty. Yes, the epic poem known as Beowulf. However, the current manuscript is not the original, but a copy, in two distinct hand writings. How many other copies existed, or how close to the original this particular version actually is, we will never know. This copy survived a fire in 1731; however, the top and outer edges of the manuscript were damaged. Fortunately, due to ultra-violet photography, the chard sections, that were once gaps, have now been translated. The poem still bears the scars of the fire. The Beowulf poem is significant because it is a miraculous survivor of the ravages of history. It is now housed in the British Library London, England. I am sure that you will enjoy reading it.

HISTORICAL INFORMATION
Beowulf is an epic poem, a work of fiction, centered on the main character, Beowulf, and his fight with three monsters. Beowulf blends a fairytale type of narrative, where monsters are defeated with the hero receiving honor and fame. The always relevant theme of “Good vs. Evil” is significant to this piece of literature. The battle between Grendle, Grendle’s mother, and the Dragon illustrate a society that valued war and aristocracy. Layers of morality, tenderness, and piety are intermixed in Beowulf, with the glorification of war, death, and fame. The Beowulf poet captures battle scenes with magnificent skill and vividness in this poem about kings and kingship.

#1
“…He ruled Land on all sides: where ever the sea would take them, his soldiers sailed, returned with tribute and obedience. There was a brace King!” (8-12)



#2
“Then the monster charged again, omitting fire, wild with pain, rushed out fierce and dreadful, its fear forgotten watching for its chance it drove its tusks into Beowulf’s neck; he staggered, the blood came flooding forth, fell like the rain.” (2688-2693)
#3
“… No female, no matter how fierce, could have come with a man’s strength, fought with power and courage men fight with. Smashing their shining swords, their bloody, hammer-forged blades onto boar-headed helmets, slashing and stabbing with the sharpest points.” (1282-1287)

The significance of battle against supernatural forces is what moves the poet, in addition to the hero’s driving force for glory. The strong fighter, the hero, the man who wins that most precious of all treasures, fame, is the man who never gives up, and who does not worry about the possible consequences of bravery.

#4
“… so fame Comes to the men who means to win it, and care about nothing else.”
(1534-1536)
#5
“… I am old now, But I will fight again, seek fame still…” (2512-2513)

“…But the brave old Swede felt no fear; he quickly returned a better blow than he’d gotten, and struck the beast savagely again…”
(2967-2970)
#6
“…Grendle Saw that his strength was deserting him, his claws bound fast, Beowulf tearing at his claws. The monster’s hatred rose higher, but power had gone. He twisted in pain…”
(811-815)

Beowulf is a Swedish Geat (Nordic tribe in Sweden), who comes to aid the Danes (Nordic tribe in Denmark) to defeat Grendle, a monster who has terrorized them for years. When Grendle’s mother appears, hungry for revenge due to the killing of her son, Beowulf follows her back to her watery lair and kills her too. Showered with gifts from the Danes, he returns to Sweden where he becomes a great leader of his people. Many years pass, and he faces the threat of an angry fire-breathing dragon, aroused by the theft of a jeweled cup from its treasure hoard. The aging hero kills the dragon, only after suffering a mortal wound, and then dies himself. The Geats bury Beowulf’s ashes in an earthen tower at the sea’s edge, to guide sailors from far and wide.

Principle Character and Terms:
Hrothgar (Dane/Denmark/King of Danes/mead hall is ravaged by Grendle)
Wiglaf: Beowulf’s nephew/fights with B. against the Dragon
Herot/name of mead hall built by Hrothgar
Wergild: “Life for Life”
Unferth: best Danish warrior; jealous of Beowulf

Hygelac: King of Geats (Sweden); Beowulf’s uncle

Beowulf: Geat/protagonist

Brecca: Beowulf’s Childhood friend
Wyrd (urd): unalterable fate/ predetermination of life

Background on Poet and Significance of Poem
The poem is full of Christian sentiments, superimposed with a pagan code of battle, heroism, and kingship. The poet was either a Christian or was familiar with and influenced by Christianity. Some scholars believe that some monkish hand could have added the Christian references to improve and correct an essentially pagan epic. Most of the Christianity within Beowulf can not be so easily dismissed as there is too much of it. “Let God be thanked!” cries Hrothgar when the Danes assemble to celebrate Beowulf’s victory over Grendle. These are his first words; he goes on, almost at once, to assert with great feeling that
“…the Almighty makes miracles
When He pleases, wonder after wonder, and this world
Rests in His hands…” (960-962)

In addition, the poet describes Grendle as being a relation of Cain.

“He was spawn in that slime, Shut away from men; they split
Conceived by a pair of those monsters born Into a thousand forms of evil-spirits and
Of Cain, murderous creatures banished fiends, goblins, monsters, giants,
By God, punished forever for the crime of A brood forever opposing the Lord’s
Abel’s death. The Almighty drove those demons Will, and again and again defeated.”
Out, and their exile was bitter, (103-114)

It is God, who leads Beowulf into victory over Grendle’s vicious mother, once Beowulf has proved that he is willing and able to help himself. The essential nature of this Christianity may not be quite the same as those found in California, London, or Utah, but it is an integral part of the poet’s though and his view of life. The poet is quite skilled at blending pagan beliefs with Christianity. Personally I find it hard to believe that he wasn’t a Christian. If not, he must have had significant interaction with individuals that were of that faith. This is a mystery surrounding the poet that will never be solved as he never openly declared his faith!
We do know several aspects about the Beowulf poet, his name unfortunately, is not one of them. We know that he was an Anglo-Saxon, as the poem is written in his language (Old-English), who must have had some contact with the Vikings. This would have been a strong possibility, as the Vikings had settlements in England between 680-1010 A.D. The central settings of the poem are Sweden, Denmark, and several names occur within the poem in association with Norse religion; these include Hermod and Woden. Beowulf is also described as a Viking by the poet. In addition, the Norse believed in the concept of Wyrd (pronounced ‘urd’) which translated means, “that which will happen.” It is mentioned several times within the poem, and seems to take on a female persona.

 

HOMEWORK:

2. Students were asked to complete their "take-home" quiz regarding "Idun's Apples" and "Necklace of the Brisings" (Due Monday)

• If you missed class, please visit with me, so I can give you a "take-home" quiz

3. Students were asked to complete reading the "Introductory Information" given to them in class regarding "Beowulf"

I look forward to reading Beowulf with you next week.
Cheers,
Crampton

BEOWULF and COMPLETION OF POETRY SHARING

BEOWULF and COMPLETION OF POETRY SHARING

Dear Mythology Students,

I hope you had an enjoyable weekend! For those of you who attended Prom, I enjoyed seeing you at the dance. I must say, that I think you "clean up" so well. Basically, you looked junoesque and apollonian.

HOMEWORK:

1. Locate an answer to the following questions concerning the epic poem Beowulf.

1. Who is the Beowulf poet? (Hint: You won't find a name for the poet, but you will discover some information about him in your research.)

2. The original poem was written using what language?

3. Why is the Beowulf poem so valuable?

4. Identify the three monsters destroyed by Beowulf?

5. How does Beowulf destroy each monster?

2. Research the above questions, using the Internet (use "Beowulf Manuscript" or "Beowulf Epic Poem") as your source. Print off a hard copy of your source (or sources, if you need more than one to obtain answers to the five questions), highlighting the answers to the questions within the body of the source.

3. Please read the following myths for Thursday. Please prepare for a quiz covering both myths.

 

4. Please notate the myths/5-8/page/ALL YOUR COLORS!

• "Necklace of the Brisings" pgs. 65- 70

• "Theft of Idun's Apples" pgs. 38-44

Oral Quiz on Wed.

Dear Mythology Kids,


What did we do in class today?
1. We reviewed "The Mead of Poetry" and then submitted the corresponding notations.
2. We then started on "Treasure of the Gods"
3. Please notate (5/page/ALL COLORS) for each myths required  for Wed.


Please make sure that you are prepared for your reading quiz scheduled for Wednesday. The myths that you need to have read are as follows;:
1. "Mead of Poetry" pgs. 26-322.
2. "The Treasures of the Gods" pgs. 48-53
3. "Njord and Skadi" pgs. 44

Your quiz will be different, again, as it is an oral quiz. I promise it will make sense when I see you on Wednesday. You will need to support your responses by using examples from the myths. MAKE SURE YOU READ THEM! The following questions will be used for the Socratic discussion we will have on Tuesday:

1.. The name “Bolverk” translated means “evil one.” Explain why you think Odin selected this name for the character he portrays in “Mead of Poetry.” Support your answers with examples from the myth.

2. Agree or disagree with the following statement by Odin, and then justify your response. “To be a poet, that is the finest calling.”

3. Consider the “host/guest” relationships within “The Mead of Poetry.” How are these relationships different and/or similar to those in the Greek myths? Support your idea with examples from “The Mead of Poetry” and any Greek myth.

4. The “quest for knowledge” is a strong motif in “The Mead of Poetry.” Primitive societies venerated poets in association with their leaders and gods; however, in some cultures the desire to learn was considered dangerous. Express your ideas concerning both “frames of thought.”

5. What could Sif’s hair represent? (What could it symbolize?) Explain your ideas.

6. What are Loki’s motive, both hidden and apparent, in the myth “Treasures of the Gods?” Explain.

7. Which group of gifts, in your opinion, is more superior? Support your reasoning.


In addition, don't forget that your memorized poem, and the explanation that goes along with it, are due on Friday, April 29nd. Please remember the following:

1. Make sure your poem is memorized
2. Make sure you have included a typed explanation as to why you value the poem and the meaning behind the piece.
3. Remember to include a copy of the poem beneath your explanation.

The role of fate in Norse Mythology

Dear Mythology Kids,
If you missed class, we completed the following:


1. Journal #12 "Fate vs. Choice"
Part 1: Are we victims of inescapable fate, or do we have the power to create our own destiny? Some believe that fate leaves them with feelings of helplessness, while others believe that a belief in fate gives them a sense of reassurance and comfort. What do you believe? Thoroughly explain your response.  Indicate your impressions of the Norse belief in fate, specifically in relationship to the "power" and "lack of power" it provides the Norse gods.

Part 2: The film Serendipity focuses on the idea that fate controls our destiny. As you view the clip, discuss the legitimate and absurd aspects regarding the concept of fate depicted in the film.

2. We continued by discussing the journal entry. Fate is a strong motif in Norse myths; consequently, it is valuable to consider your own concepts regarding this topic.

3. We discussed two different motifs found within Norse literature.

4. We took our quiz covering the gods and the three myths that were assigned for today.


HOMEWORK:
1. Please read "The Mead of Poetry" (pg. 26) for Monday.
2. Please notate the myth with two questions/page. If it not necessary to record your questions in red. You should have a total of 14 questions, as there are seven pages to the myth. If you elect to have more, then extra-credit will be assigned.
3. Don't forget about your poetry piece!

Have a wonderful weekend!
Cheers,
Crampton

Welcome back, cute kids! You only have 6 weeks left, and you can make it!

Dear Mythology Kids,
STOP MISSING CLASS! If you missed today, we completed the following:

1. I explained your new "poetry" assignment. Please visit with me to obtain the information regarding this assignment, and then I will refer you to one of your classmates for a detailed explanation.
2. We then reviewed the myths "War between the Aesir and Vanir," "Building Asgard's Wall," and "Loki's Children and the binding of Fenrir."
3. I returned each student's notations regarding the above myths. You submitted the notations the Friday prior to spring break. We then reviewed the questions you had asked and had a group discussion using your questions as a catalyst.  YOU ASKED SOME VALID AND LOGICAL QUESTIONS!

HOMEWORK:

1. Plan on a quiz covering the gods and the three myths from #2 above on Thursday. You are welcome to create flashcards to assist you.
2. Please work on obtain your poem and completing the "write-up" for it. This assignment is due on Friday, April 29th!

Practice Quiz: Please choose the god that best fits each clue.

1. "It is so nice to meet you." ( What do you do when you first meet someone?) ____________
2. "Here kitty, kitty....." ________________
3. "The better to see you with, my dear." _________________
4. Malevolent, Mischievous, and Malicious _________________
5. "I love toy boats, especially if they can fold up and fit in my pocket." _____________
6. Salt water is excellent for my skin, because it acts as an exfoliate. _______________
7. He gave me a splitting headache. _______________
8. "Promise me that you won't lay a hand on him. " _________________
9. "If I could only relive my youth again." ______________
10. Black and White, Life and Death, Good and Evil _____________________

Welcome to the Runes

Completion of the gods, unusual characters and introduction to the Runes

Dear Mythology Students,

Your homework for Wed., April 6th is the following:

1. Read the myth "Lord of the Gallows" pgs. 15-17
2. Read the purple handout in your packet entitled "Runes" (if you were ablsent)

3. Be prepared for a quiz covering #1 and #2 , the gods and the unusual characters on Wed.. In addition, we started our discussion of the Runes. Let me give you some schema regarding Runes, even though you will be reading the purple handout in your packet on the same subject.

WHAT ARE RUNES?

Runes are the letters of the ancient Scandinavian people. According to myth, the Runes were created by Odin. In his quest to obtain more knowledge, he stabbed and then hanged himself from Yggdrasil. As he was hanging, and of course, bleeding to death, the weight of his body forced dead branches from Yggdrasil to land in Gunnungagap. The branches fell in unusual patterns, hence creating the Runes. Originally, eighteen Runes were created, but as the Scandinavian language changed, more letters were required.

Each Rune represents a letter, has a sound, name, and has magical powers associated with it. Odin touches each of the eighteen Runes, and therefore he is given knowledge that other characters in Norse Mythology do not have. For example, one of the Runes taught Odin how to return from the dead. Another teaches him how to woo women. One Rune gives him the power to read and write....... Please read "Lord of the Gallows" for a detailed description of the power that each Rune possesses.

The Runes are placed around this rendering of Odin riding Sleipnir.

We covered an extensive amount of information today in class. We completed the back of your yellow sheet. YOU WILL HAVE A QUIZ ON WEDNESDAY covering our discussion today. If you complete your flashcards (28), you are welcome to use seven on your quiz. The following characters relate to your quiz:

Odin

Thor

Frigg (a)

Balder

Loki

Hel

Tyr

Heimdall

Hermod

Idun

Njord

Freyr

Frejya

Hugin

Mugin

Norns

Valkyries

Fenrir

Jormungand

Jotenheim

Jormungand

Ragnorok

Mjolnir

Slepnir

Vahalla

Aesir

Vanir

Asgard

Midgard

Ratatosk

I have also included a practice quiz. Remember you will receive extra-credit for completing the quiz.

PRACTICE QUIZ!
1. I am Odin's "thought." _________________
2. I am Odin's "Memory." _________________
3. Mother to Balder; Friday; weaves the clouds ______________
4. Loves gold; hates war ____________________
5. Strong senses _________________
6. Trickster _______________
7. The end of the Norse World is called ______________
8. I have eight legs. _______________
9. Wednesday ______________
10. The "heaven" in the land of the gods is called ____________
11. Loki is our father 11.______________12.______________13.____________
14. I have a special hammer _______________
15. Apples are my favorite fruit. _________________
16. Well of past, present and future ____________________

QUIZ Covering Yggdrasil

Dear Mythology Kids,

If you missed class, we completed the following:

1. Reviewed Yggdrasil, "The Creation Myth" and "First Humans"
2. We took the quiz and then corrected it. If you missed class, please plan on using a lunch period to take the quiz as it involves answering questions in relationship to some images.
3. We then continued with obtaining information about the Norse gods and unusual characters associated with them.

Homework:
1. Please research the Norse God attached to your desk, and develop a handout detailing information about your god. The explanation for the assignment is the blue sheet located in your packet. The handout is due on MONDAY along with your two sources. You must use a book source and the Internet.

B1
MADISON: Njord
HALEY: Loki


B2
KENDRA: Idun or Idunna

B4
No one missed class

2. Please read the "Pantheon" located on pages xxv-xxxii) in your book.
3. Plan on a quiz covering the Norse Pantheon on Wed. next week (April 6th)

We took the Norse Creation Quiz today in class!

Dear Mythology Kids,
I hope you have a wonderful weekend! If you missed class on Friday, we completed the following:

1. We took the quiz covering "the creation" and then corrected it!
2. We then proceeded to complete all the sections associated with Yggdrasil. We started on this last time in class. Please start reviewing Yggdrasil, as you will have a quiz over the World Ash Tree on Thrusday.

HOMEWORK:

 1. BACCHUS BASH is on TUESDAY, March 28th! Please come prepared with your b-day card and your food assignment.

2. Quiz covering Yggdrasil will occur on Thursday, March 31st!

3. Please read "The First Humans" for Thursday. This myth is located at the back of your packet.

4. Please read "The Creation" located in your book on pages. 3-6!

Cheers,
Crampton

We continued with the Norse Creation and then we moved on to Yggdrasil

Dear Mythology Kids,
Please review my last post, as it discusses aspects that we reviewed today regarding Yggdrasil. If you missed class, we completed the following:

. Journal #11 "Review Quiz for Introductory Information about Norse Mythology"
1. Why are the Norse myths so morose?
2. Why is Snori Stulluson so important to you as a student studying mythology?
3. What does the term Edda mean?
4. Why are there allusions to Greek Mythology and Christianity within Norse Mythology?
5. Explain why a Viking is a Norseman, but not all Norsemen are Vikings?
6. How do we know that the Vikings reached the Black Sea? Please include an example form our class discussion and one from your textbook.
7. Identify one interesting aspect that you annotated for your homework assignment for today.
8. "                                                                                                                                    "
9. "                                                                                                                                    "
10. "                                                                                                                                  "

We then proceeded to complete the Norse Creation myth and we moved on to Yggdrasil.

Homwork:

1. Please read the "cosmology" section in your book (pgs. xx-xxv)
2. Plan on a quiz covering the information on Friday.
3. Please make flashcards for the 12 characters concerning the Creation Myth (note Niflheim to Yggdrasil on your flashcard sheet).
4. Bacchus Bash is TUESDAY....remember your card and food assignment!

Cheers,
Crampton

Welcome to Norse Mythology!

Introduction to Norse Mythology

Dear Mythology Students,

Norse Mythology are the stories of the Scandanavian people. The Norse were extremely skilled at sea faring; consequently, they were exposed to different cultures. The Norse came upon the Romans, who in turn, hired them as mercenaries. The Roman culture was extremely advanced; consequently, the Norseman adopted some of their belief system into their own culture. This is why when we start to read the myths you will note some strong similarities to Greek Mythology. Remember that the Romans stole their religion from the Greeks. Another important point that you need to know involves the conversion of the Romans to Christianity. The Norseman continued to be influenced by the Roman culture, and therefore they also adopted Christian influences into their mythology, as well.

Everyone of you should have a new textbook, and a "packet" of handouts that will be used during the next two weeks. Your homework assignments for WED. include the following:

1. Please read pages xiv-xx in the "Introduction" section of your book.

2. Create a list of 20 notations from the reading that you found interesting.

3. THE BACCHUS BASH is on Tuesday, the 29th! Please remember your food assignment and your card!

Norse Mythology is difficult to fully explain in this forum, but I will do my best.......In the beginning, no formed matter  exists. This enormous chasm of unorganized matter is called GUNNUNGAGAP! To the north of Gunnungagap is an immense area of frozen ice. This area is called NIFLHEIM.

To the south of Gunnungagap is an immense region of heat called MUSPELHEIM. Nothing exists but these two regions.
Suddenly these two regions begin to move closer together. The heat from Muspelheim causes the ice from Niflheim to melt and droplets of water land in Gunnungagap. Some how and I don't know exactly how this happens, and neither did the Nordic people, so you just have to accept it, two important beings are created at the same time......an enormous man called Ymir, who is also called a "frost giant" and a cow whose name is Adumla. I know, it's a little unusual.

Ymir begins to suck on the teats of Audumla, so she is nourishing this evil frost giant, and then he begins to "give birth" to other frost giants. As he is sucking on the teats of the cow, Ymir begins to sweat and his sweat morphs into other giants. In the mean time, Audumla begins to lick some of the ice from Niflheim that did not melt when Muspelheim moved close to it. Every place her saliva touches a human form is created. You can see this depicted in the image above. The individual that is created from the saliva is known as BURI. He is entirely positive. He, in turn, gives birth to two individuals; their names are BOR and BESTLA. Bor is a male and Bestla is a famale. These two have three children whose names are Odin, Vili, and Ve. Odin becomes the king of the Norse Gods because he is recognized as the "first born."

Odin, Vili, and Ve recognize that Ymir is "birthing" evil frost giants, so they feel compelled to destory him. Upon his murder they take his body and use it to create the world of humans, giants, and dwarfs known as Midgard.

WELCOME TO THE BACCHUS BASH!

Dear Mythology Kids,
If you missed class, we completed the following:
1. Everyone was introduced to the "Bacchus Bash" which will take place on Tuesday, March 29. Everyone received the explanation for their "Birthday Card" assignment and a food assignment for the Bash. Please visit
with me if you missed class so that I can show you previous examples.

2. Each student received a copy of the question for their "take-home" quiz which is due on Monday.

3. Each student received a copy of the "Final Analysis" for Greek Mythology. Please visit with me upon your return so that I can give you a copy of this.

4. We then proceeded to take PART 2 of THE ODYSSEY quiz. When you return, you will need to visit with me about this.

URGENT! PLEASE REMEMBER TO HAVE YOUR MYTHOLOGY TEXT WITH YOU ON MONDAY, as we will begin NORSE MYTHOLOGY on MONDAY, and you will return your MYTHOLOGY BOOK for your NORSE TEXT!

I AM NO LONGER ACCEPTING MAKE-UP WORK!

We completed The Odyssey in class today!

Dear Mythology Kids,

If you missed class, we completed the following:
1. We reviewed the motifs located at the back of your storyboard. If you missed class, please complete the motif sheet by yourself. I would suggest visiting with a friend from Mythology to assist you.
2. We completed the storyboard and viewed a clip from The Odyssey.
3. We read two section from The Odyssey in class.

HOMEWORK:

1. STUDY FOR YOUR ODYSSEY QUIZ! There are two sections to your quiz. The first involves the six questions below. The second involves answering questions regarding actual text from the epic. If you have read your book and the sections concerning annotating, you will do well.
2. Please read and annotate the section of text that I gave you today (BLACK and one other color of your choice/ 7-10/page).


Your QUIZ covering The Odyssey will take place on Thursday, March 17th. I am actually considering giving it to you as a take home quiz, but I haven't come to a definite conclusion on that idea yet. We'll see......Anyway, I have posted the 6 questions for your quiz below. Remember that you will "blindly" CHOOSE ONE for your quiz. You may use your book, storyboard, and annotated pieces of text. The questions are essay in nature, and you MUST SUPPORT your ideas with examples from the The Odyssey. HINT: I would thoroughly consider each question making notes on each one. Those notes may be submitted for extra-credit points for your quiz.

#1. Trace Homer's thematic approach to "appearance vs. reality" in The Odyssey. Discuss the importance of this theme to events within the epic. Include three examples from your book and/or annotated texts to support your response.

#2. Discuss the literary element of Dramatic Irony found in The Odyssey. Remember that Dramatic Irony occurs when the audience has knowledge that the character(s) within the text do not. Identify three examples of Dramatic Irony within the epic poem. An explanation as to why irony heightens the reader's interest in The Odyssey is compulsory.

#3. Discuss the thematic approach concerning "identity" in The Odyssey. An explanation regarding the positive and negative effects of maintaining anonymity in contrast to identifying oneself must be part of your response. Identify three examples from your textbook I or annotated texts to support your points.

#4. Discuss the characters of Penelope and Telemachus in association with being "worthy partner" for Odysseus. Support your response with three textual examples.

#5. The concept regarding "power of cunning over strength" is a valid theme in The Odyssey. Discuss this thematic view, and the role it plays in the epic poem. Support your points with three textual examples.

#6. The customs involving "guest and host" were highly venerated in ancient Greek culture. Homer clearly valued these customs, and he recognized the role of the gods if these customs were not followed. Support Homer's view by explaining and indicating three examples from your textbook and/or your annotated sources.

I look forward to seeing you on THURSDAY.
Cheers,
Crampton

Dramatic Irony within The Odyssey.....

Dear Mythology Kids,

I hope you are enjoying your "Snow Day!" I look forward to seeing you on Tuesday. If you missed class on Thursday, we completed the following:

1. Journal #10: "Introduction to The Odyssey"
Students were asked to identify 7-10 aspects from their reading assignment entitled "Introduction to The Odyssey" that they found fascinating.

2. We then continued with The Odyssey storyboard;we will complete it on Tuesday.

3. We also viewed a section from the film The Odyssey pertaining to Lacoon and the Trojan Horse.

HOMEWORK:

1. Please read pages 203-210 in your textbook starting with "Paris was no great loss......"
2. Please read page 2210-229 in your textbook.
3. Please read, annotate/notate (7-10 only BLACK and then another color of your choosing) the texts that were given to you last class period. If you missed class, then I would ask a friend if you can make a copy of their information.

REMEMBER THAT ALL MISSING WORK NEEDS TO BE MADE UP BY THE 18th!

The Journey of Odysseus....

The Journey of Odysseus....

Dear Mythology Kids,

Welcome to The Odyssey, by Homer. We started this amazing piece of literature on Tuesday., March 8th We will read some of the text in class, but I will also ask that you read part of it at home. I gave each student a "storyboard," which is an effective way of "breaking" the epic "a part" so that you can understand it better when you actually read it. If you did miss class on Tuesday, please make sure that you obtain this information from someone that was present.

HOMEWORK:

1. Please read the article entitled "Introduction to The Odyssey." Please annotate/notate (7-10/page) using ALL YOUR COLORS for Thursday.
2. Please read pages 211-220 in your book.
Cheers,
Crampton

ILIAD "Quest" was administered today!

Dear Mythology Kids,


STOP MISSING CLASS, GUYS! When do you expect to take your "ILIAD QUEST?" 

1. We took the quest and then corrected it.

HOMEWORK:
1. Your monologue is due on Tuesday!

Cheers,
Crampton

We reviewed for your ILIAD Quest

Dear Mythology Kids,

How are you doing? Hang in there, cute kids, as you only have three months until you move on to other amazing opportunities. Please let me know if I can assist you in any way.

WHAT DID I MISS? Well, let me tell you.....

1. I explained a new assignment to you.. In essence, I am asking that you consider the characters within the Iliad, and write a monologue for one character. Please see the assignment explanation below. Sorry, guys, the document is not loading on the blog. I will do my best to correct this. In the mean time, please stop by my room and collect a hard copy of the assignment. THIS ASSIGNMENT IS DUE ON TUESDAY, MARCH 8TH!

2. We then had a journal entry where you watched a clip from TROY, and identified the inaccuracies. This was journal #8 for you.

3. We then proceeded to review for the "quest" by completing a "time-line" of events within the epic.

4. We finished class by reading the interaction between Achilles and Priam.

HOMEWORK:

1. Prepare for your "Iliad Quest," which will take place on Friday., March 4th. There are four sections to the "Quest:"

2. "Iliad Quest" will take place on Friday., March 4th. There are 66 questions on your assessment.

• Part 1 (1-31): Quotes from your presentations and from The Iliad in your textbook (pgs. 185-200)
• Part 2: (32-35) Movie clips from the film Helen of Troy
• Part 3: (36-40) Images associated with significant events within the epic
• Part 4: (41-66) Events within The Iliad and The Odyssey

3. Please read "Niobe" pgs. 249-250

4. Please read "Pygmalion" pgs. 112-115

NOTE: These myths relate to the characters of Artemis and Aphrodite, and will heighten your understanding of the two goddesses. Questions due appear on your "quest" from "Niobe" and "Pygmalion."

Odysseus, King of Ithaca, "inventor" of the Trojan Horse
B1:1."When the moment came to stand by his sacred oath, Odysseus pretended to be mad, as it had been revealed to him in a prophecy that should he go to war, he would not return for twenty years. His duplicity was reveal when Palemedes placed Odysseus' son, Telemachus, in front of the plough. Odysseus avoided the child, proving he was of reasonable mind. He was compelled to join Menelaus' army.

2. "Once at war he proved to be a shrewd and wise general. In Greek myths the idea of the Wooden Horse, which defeated the Trojans and led to the destruction of the city, is Odysseus' idea."

B2:1. "Renowned for his eloquent and persuasive speaking, Odysseus was called upon many times to give advice. Although he fought bravely he preferred strategy to heroics."
2. "...if anything went wrong...the men inside the wooden horse would surely die. Odysseus, as can be readily believed, had not overlooked this fact....he was prepared."

B4:
1. same as b2
2. same as b2


AJAX, the Greater
B1
1. "So awe inspiring Ajax, a tower of strength for the Greeks, rose and went into battle."
2. "He spoke little and slowly, but he had a good heart and tremendous courage."
B2
Presentation will take place on Thursday
B4
1."He is not wounded in any of the battles described in The Iliad, and he is the only principal character on either side who does not receive personal assistance from any of the gods who take part in the battles. "As such, he embodies the virtues of hard work and perseverance."
2. "They were soon rallied by Ajax, who, next to matchless Achilles, was the best-looking and best fighter of all the Greeks. He charged through the front of the line, fierce as a wild boar in the mountains who easily scatters the hounds and lively young huntsmen as it turns at bay in the glades. So glorious Ajax charged and easily scattered the ranks of Trojans, who had gathered round Patroclus and made up their minds that they were going to win the glory and drag his body into the city."

AJAX, the Lesser (Sorry, I couldn't find an image of him that I liked)
B1
1. "Ajax, not the great Ajax, of course, who was dead, but a lesser chieftain of the same name--tore her from the altar and dragged her from the sanctuary."
2."Not one Greek protested against the sacrilege. Athena's wrath was deep. She to Poseidon and laid her wrongs before him. "Help me to vengeance," she said. "Give the Greeks a bitter homecoming. Stir up the waters with wild whirlwinds when they sail. Let dead men choke the bays and line the shores and reefs."
B2
Presentation will occur on Thursday.
B4
1."Athena herself threw a thunderbolt at Ajax's ship and sank it, but he swam ashore boasting that he had defied the anger of teh gods and escaped with is life."
2. "Yet there you are mouthing off as usual, and there is absolutely no need for it. There are many better men here than you, Ajax."

PRACTICE QUIZ
IDENTIFY the character from the underlined pronoun.


1. He carried his lame and aged father and led his son, Ascanius, by the hand as the battlements burned to the ground. __________________________
2. "Take my armor. I am a man dishonored. I will not fight for men who have disgraced me. " __________
3. "When the Greeks sacked the city of Troy, she was in Athena's temple clinging to her image." _________
4. "A man that cannot live nobly can die nobly.' He drew his sword and killed himself." _____________
5."Not even for Achilles sake could he stay longer away from the battle. ___________________
6."He was brave and bold, but he was most famous for his cunning tricks, not normally associated with  heroes." __________________
7. "A haunting net. Death's weapon of attack! And she who hunts is she who shared his bed." ___________
8. "He would kill me unarmed, as if I were a woman. Better to join the battle with him now even if I were to die." __________________
9."She knew that she must die so that the men could battle, although deceived, she bravely went to the alter."________________
10. "The cause of all this agony and death, yet as they looked at her, they could not feel any blame." ____________
11. "He was arrogant, deceitful and incredibly hateful toward the gods, especially Athena." ______________
12. "He took the girl, from Achilles, and therefore caused the destruction of so many." ______________

Cheers,
Crampton